Evaluating Secondary Traumatic Stress of Respiratory Care Students Across Cohorts

Background: How does the prevalence of secondary traumatic stress (STS) among respiratory care students impact their mental well-being and readiness for professional practice? STS is a condition experienced by individuals who encounter trauma indirectly, typically through their professional engagements. In healthcare education, particularly among respiratory care students, the risk of STS is amplified due to the demanding clinical work and stress inherent in their studies. As these students transition into the healthcare field, there is a rising concern regarding the potential impact of STS on their mental well-being and readiness for professional practice. Methods: The study received approval from the Institutional Review Board (IRB) at Utah Valley University. Participating respiratory care students underwent a series of clinically approved mental health surveys. The Patient Health Questionnaire – 9 (PHQ-9), Generalized Anxiety Disorder – 7 (GAD-7), and Stressful Life Events Screening Questionnaire (SLESQ-R) serve as baseline assessments for students’ mental health status. Additionally, the Professional Quality of Life Scale (ProQOL) survey is administered each semester, coinciding with clinical rotations, to assess STS. These surveys are conducted throughout the entirety of the student’s educational programs and during their initial year of employment. Results: With a current sample size of 52, ongoing data collection is planned across subsequent semesters. Initial analysis, employing ANOVA and T-tests, shows that 65% of the cohort demonstrates a low level of STS, whereas 35% exhibit moderate burnout and STS post their first clinical rotation. Baseline data suggest that more than 50% of students experience mild anxiety and depression before beginning clinical rotations. Conclusions: Data indicate the presence of both STS and burnout among respiratory care students as early as their initial clinical rotation. Further data collection spanning across multiple years and cohorts is necessary to identify peak occurrences of mental health issues. these findings are consistent with other published data. Identifying the onset of trauma and burnout can inform the development of treatment strategies and resilience training. Current findings underscore the importance of assessing these factors in students and extending the study to encompass a broader range of clinical education programs.